Exclusionary Discipline and College Readiness at the School Level: Pro Forma Black Student Discipline.

Saved in:

Bibliographic Details
Title:	Exclusionary Discipline and College Readiness at the School Level: Pro Forma Black Student Discipline.
Authors:	Codd, Evadine L.¹ evadine.codd@cuanschutz.edu, Stage, Scott A.²
Source:	Journal of Negro Education. Spring2022, Vol. 91 Issue 2, p176-190. 15p.
Subject Terms:	College preparation programs, African American students, *School enrollment, White people
Geographic Terms:	United States
Abstract:	The present study examined the association between college readiness coursework and exclusionary practices at the school level for both Black and White students utilizing a nationally representative sample of schools in the United States. Results showed that as the proportion of Black students engaged in college readiness coursework increased, so too did the proportion of Black students exposed to exclusionary discipline. In contrast, the proportion of White students exposed to exclusionary discipline practices had little association with the proportion of White students’ enrollment in college readiness coursework. We use the phrase pro forma Black student discipline to explain the results, because it conforms to the norm of over-use of discipline practices for Black students. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of Negro Education is the property of Howard University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	The present study examined the association between college readiness coursework and exclusionary practices at the school level for both Black and White students utilizing a nationally representative sample of schools in the United States. Results showed that as the proportion of Black students engaged in college readiness coursework increased, so too did the proportion of Black students exposed to exclusionary discipline. In contrast, the proportion of White students exposed to exclusionary discipline practices had little association with the proportion of White students’ enrollment in college readiness coursework. We use the phrase pro forma Black student discipline to explain the results, because it conforms to the norm of over-use of discipline practices for Black students. [ABSTRACT FROM AUTHOR]
ISSN:	00222984